Marks and Competencies

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Marks & Competencies

Outline of the Scales of Competency Levels

CompetencyLevel
 Comprehensive Assessment
5 ADVANCED:
 Competency development is above the requirements.
4 THOROUGH:
 Competency development clearly meets the requirements.
3 ACCEPTABLE:
 Competency development meets the requirements to a limited extent.
2 PARTIAL:
 Competency development is below the requirements.
1 MINIMAL:
 Competency development is well below the requirements.

Mr. Wilson’s Conversion Chart:
Level
 Percentage
5+
 100%
5
 94%
4+
 88%
4
 80%
3+
 73%
3
 66%
3-
 60%
2+
 55%
2
 45%
1+
 35%
1
 24%

Possible Situations:

  • Integrated language arts activities and Learning and Evaluation Situations that are designed to address aspects of the Talk, Reading and Production competencies.
  • Opportunities for students to read spoken, written and media texts, as well as multigenre and multimodal texts written for young adults.
  • Access to texts that reflect personal interests and preferences, along with those intended to expand experiences and thinking.

In Secondary IV, students will…

C-1
  • compare and contrast affordances of genres in the contexts of reading and production
  • adapt known organizational strategies to structure genres
  • adjust register as required for chosen genre
  • use collaborative talk to construct communal knowledge
  • listen to and offer feedback in collaborative situations
  • participate actively in negotiating and determining responsibilities in group research tasks
  • evaluate own and group’s performance

C-2
  • interpret texts and offer more than one interpretation of a text
  • transfer insights gained from reading to the other competencies of talk and production
  • accommodate different viewpoints and new perspectives
  • how readers are situated or positioned by a text
  • develop questions to frame critical reasoning
  • maintain an integrated literacy profile
  • self-assess own development as readers

C-3
  • produce multimodal texts
  • select topics of cultural interest
  • explore issues from larger social and cultural worlds
  • address more distant audiences
  • use codes and conventions for special effect
  • assume an opposing stance for discussion and viewpoint
  • extend revision and editing strategies